9780130878212

0130878219

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Summary

This thoroughly up-to-date and completely accessible book uses a socio-historical perspective to examine the major curriculum models of early childhood education.It examines the approaches of Montessori, Developmental-Interaction, Direct Instruction, Kamii-DeVries, High-Scope, and Reggio Emilia curriculum. Comprehensive coverage looks at each model in terms of purpose and function, impact on early childhood education, theoretical underpinnings, and current evaluations.For parents and teachers interested in early childhood education and curriculum.

Table of Contents

Part I Early Childhood Curriculum Models in Context

1

(2)

Prologue Setting the Stage

3

(32)

A Very Personal Introduction

3

(2)

Probing the Idea of Curriculum Models: Why Now?

5

(1)

An Outline of What Follows

6

(5)

Curriculum Models and Early Childhood Education: A Historical Framework

11

(24)

Early Childhood Programs and Public Policy

12

(2)

A U.S. History of Curriculum Models in Early Childhood Education

14

(13)

The Early Childhood Context

14

(2)

The Emergence of Systematic Variation

16

(2)

The Political Setting

18

(1)

The Influence of Shifting Psychological Insights

19

(3)

Development of Curriculum Models

22

(3)

The Ending of an Era

25

(2)

Contemporary Backdrop for Early Childhood Curriculum Models

27

(5)

Changing Societal Context

29

(1)

Changing Configuration of Early Childhood Education

29

(2)

Changing Knowledge Base

31

(1)

Conclusion

32

(1)

For Further Reading

33

(2)

Part II Early Childhood Curriculum Models: A Contemporary Review

35

(134)

The Montessori Method

37

(28)

The Montessori Method: The U.S. Chronology

38

(9)

In the Beginning

38

(5)

From Italy to the United States

43

(2)

The Resurrection

45

(2)

Montessori's Method

47

(13)

Essential Conceptual Elements

49

(5)

The Montessori Program

54

(6)

The Importance of Timing

60

(2)

For Further Reading

62

(3)

The Developmental-Interaction Approach

65

(32)

Evolution from Experimental Nursery Program to the Developmental-Interaction Approach

69

(11)

The Beginning: The Bureau of Educational Experiments

71

(4)

Emotions as a Prominent Theme: The Influence of Psychodynamic Theory

75

(2)

The Explosion of Preschool Education: The Bank Street Approach as Defender Of ``Traditional'' Early Childhood Ideals

77

(3)

The Developmental-Interaction Approach

80

(3)

The Psychological Rationale

80

(3)

Essential Tenets

83

(9)

Value Priorities

85

(1)

Educational Goals: A Vehicle for Promoting Developmental Processes

85

(3)

Teaching Strategies

88

(2)

Organization

90

(2)

From Reflective Practice to Theory into Practice

92

(3)

For Further Reading

95

(2)

The Direct Instruction Model

97

(30)

The Psychological Framework for Direct Instruction

100

(6)

The Tenets of Behaviorism

100

(3)

Science, Method, and a Science of Education

103

(3)

Teaching Disadvantaged Children in the Preschool: The Bereiter-Engelmann Model